General Education Student Learning Outcomes Resources

CoM College Learning Outcomes:

Written, Oral and Visual Communication: Communicate effectively in writing, orally and/or visually using traditional and/or modern information resources and supporting technology.
Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in order to then analyze, interpret or evaluate it using mathematical skills and/or the scientific method.
Critical Thinking: Differentiate between facts, influences, opinions, and assumptions to reach reasoned and supportable conclusions.
Problem Solving: Recognize and identify the components of a problem or issue, look at it from multiple perspectives and investigate ways to resolve it.
Information Literacy: Formulate strategies to locate, evaluate and apply information from a variety of sources - print and/or electronic.

COLLEGE OF MARIN RESOURCES:

College of Marin General Education (GE) Matrix:

GE Matrix_short.pdf

Student Learning Outcomes (SLO) for GE and Institutional Level

Student Learning Outcomes for GE and Institutional Level (Website, 7-18-2011) (NEW!)

Student Learning Outcomes (SLO) for Student Services

Student Learning Outcomes for Student Services (Website, 7-18-2011) (New!)

SLO Resources/Program Review Resources (New! updated 7-29-2011)

SLOs/Program Review Resources

RESOURCES FROM OTHER PLACES:

General Education Assessment

Ohlone CCC: GE outcomes/matrix (click on links on page 2)
http://www.ohlone.edu/org/gecomm/docs/finalohlonestory-generaleducation.pdf

Foothill College's Institutional Outcomes rubrics:
http://www.foothill.edu/staff/irs/LOA/SLOs.html

Evergreen College GE Powerpoint: http://www.evc.edu/tlc/ppts/How_to_add_GE_outcomes_files/frame.htm

Northeastern Illinois University:
http://www.neiu.edu/~neassess/gened.htm

Monterey Peninsula College:
http://www.mpcfaculty.net/senate/slo.htm

Put Understanding First

The following quote is from: **Put Understanding First** While it concerns high school instruction, it is relevant to us as well.
We recommend that schools develop a public syllabus for every course, which articulates the course's transfer-meaning-acquisition priorities and concomitant assessments. Such an approach offers a practical means of freeing high school instruction from the dominance of the textbook and its emphasis on acquisition. The textbook should serve as a resource, but not as the syllabus.

"Put Understanding First" by Grant Wiggins and Jay McTighe
May 2008 | Volume 65 | Number 8
Reshaping High Schools Pages 36-41

American Association of Colleges and Universities (AAC&U)